ClassMarker is a free quiz maker for online testing. The program is relatively simple to manipulate and allows students to participate in meaningful and engaging activities through interaction with others (Kearsley and Schneiderman, 1999).

Due to insufficient time with my students i am unable to implement this method of technological activity. However, the following is a brief synopsis of how i would use this learning tool in the classroom environment. 

A year 4/5 cohort has just completed a unit of work entitled 'Endangered Species'. In groups of 4-6 the students researched a particular animal, created a PowerPoint and presented an oral presentation. An online quiz, created by each member of a group for another member within the group, would then be used as a form of reflection and assessment for the students. The conceptual elements of Marzano and Pickerings (1997) Dimension 2 - Acquire and Integrate Knowledge, would be followed during the lessons in order to  help students acquire and integrate specific procedural knowledge skills.

  • Discuss as a class the animals that have been researched and recall their habitat, diet, threats, distribution, description, quantity and classification
  • Use the think-aloud process to verbalize questions that would be appropriate to ask in an online quiz, that would demonstrate students knowledge
  • Students create a list of ten multiple choice questions pertaining to the animal they researched
  • Learning manager would point out common errors that need to be targeted including grammatical, punctuation and spelling errors before allowing sufficient time for students to practice creating the quiz
  • Once the learning manager has approved all work, students will provide another member of their group (preallocated) the URL in order for them to complete the test  
  • Students will provide feedback on the quiz to the creator, in the form of a graphic organiser 
This learning journey that began with researching each animal in collaborative group work and resulted in students creating a quiz for a 'customer', is derived directly from Kearsley and Schneidermans 'Engagement Theory'. Students have participated in active cognitive processes that include creating, problem solving, reasoning, decision making and evaluation, whilst maintaining intrinsic motivation.  

I look forward to exploring a variety of other online quiz applications that will help me to provide my future cohort with learning experiences that cater to the digital needs of todays students.

Until next time,

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from


  1. Hi Kerri,
    I hadn't even thought of getting the students to produce their own tests using this tool. I really like the idea. It could be a really insighful assessment of their knowledge and understanding of the content. In order to produce a test, that they will be giving other members of the class, they would naturally be required to reflect on their learning and draw on some of their deeper understandiings, extending and refineing their knowledge. Brilliant! Thankyou for sharing. Margie

  2. Hi Kerri,
    Using quizzes as a student centered tool is a fantastic idea and it requires them to use a variety of skills. They need to research the topic so that the information is reliable, the questions need to be specific to the age of the students conducting it, and correct grammar and punctuation needs to be used. What a great way to engage students in an authentic task.

  3. Hi Kerri, I like Margaret hadn't even though about getting the students to create a quizz. A very creative assessment piece which checks students knowledge and understanding.
    Clever girl you are.
    Cheers Rhonda